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PROCEEDING INTERNATIONAL CONFERENCE ON ISLAMIC EDUCATION
“SUSTAINABLE EDUCATION TRANSFORMATION IN THE DISRUPTIVE ERA”
FACULTY OF TARBIYAH AND TEACHING TRAINING
UNIVERSITAS ISLAM NEGERI (UIN) MAULANA MALIK IBRAHIM MALANG NOVEMBER 15TH, 2021
P-ISSN 2477-3638 / E-ISSN 2613-9804 VOLUME 6 - 2021
THE EFFECT OF LEARNING LOSS ON STUDENT’S COGNITIVE DEVELOPMENT DURING PANDEMIC OF COVID-19
1Suroyo, 2Bima Maulana Putra, 3Bedriati Ibrahim, 4Yanuar
1 3 4Riau University, Indonesia
2Universiti Kebangsaan Malaysia, Malaysia
E-mail: 1[email protected] 2[email protected]
3[email protected] 4[email protected]
Abstract. COVID-19 has had an impact on people's lives and a variety of activities. Public health organizations have advocated for preventative policies to limit viral spread, such as stay-at-home orders that closed businesses and schools as well as limited children's learning and regular activities. The purpose of this quantitative study is to gather information and understanding about the research topic. The aim of this study is to offer an overview of the impact of learning loss on cognitive development in Pekanbaru, Indonesia, during the COVID-19 pandemic. The sample technique for this study is simple random sampling, and the sample population for this study is 400 high school students. The data is a student's Higher Order Thinking Skills (HOTS) and GPA results during the COVID-19 (before lockdown). The impact of lock down during a pandemic forces schools to close for an extended length of time; the result of school closures is learning loss, which reduces students' cognitive and knowledge growth. Online classes are an alternate option for students to improve their academic skills. That lockdown is one of the most severe problems that the repercussions of COVID-19 have on schooling and unprivileged students may be one step behind due to learning loss.
Keywords: COVID-19, Cognitive Development, Learning Loss, Students A. INTRODUCTION
COVID-19 has had an influence on many key items across the world, including the economy, education, health and hospitality, tourism, and human activities. The epidemic has affected people's life and altered numerous activities. Since the first reports of new corona virus in 2020, public health groups have campaigned for preventative policies to restrict viral spread, such as stay-at-home orders that shuttered businesses, day cares, schools, and playgrounds, as well as curtailed kid learning and normal activities[1]. Preventing COVID-19 causes instability, resulting in the collapse of some departments of government. Education is one of the most essential factors to consider; many schools and education departments were closed during the epidemic. Online classes, on the other hand, are said to allow students to study at a distance.
People should be educated on the word "human rights," which is more likely to be "basic human necessities”[2].The effects of a pandemic can be seen in a variety of settings, particularly in education. Learning Loss (summer learning loss, senior year, returning dropouts) is defined as any particular or general information that has an influence on academic achievement and non- academic activities. The most prevalent causes of learning loss are lengthy gaps or discontinuities in a student's education. The problem impacts 95% of the student population.[3].The necessity to utilize multiple tests for different age groups throughout time is one of the most difficult elements of evaluating cognitive development in early infancy[4].
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Access to technology, such as electronic gadgets and an internet connection, is required for online learning. In fact that marginal area (isolated islands, villages, and marginal districts) face the issue[5]. Due to budgetary constraints, the family was unable to offer enough internet connection and gadgets for family members who were still in school[6]; Even thought, there are numerous components of cognitive growth that are connected to academic performance.
Certain elements (social and economic position, student mood, motivation, peer relationships, and parental support) may have an impact on academic success. [7][8]. The lack of social connection during a pandemic has a significant influence on student academic performance.
Positive peer relationships may improve academic achievement, which is influenced by cognitive development in students and is connected to GPA (Grade Point Average)[9][10].
Environmental variables are also responsible for decreasing student motivation, which is connected to student performance [11]. Similarly, certain student groups, such as special needs children (Down syndrome, autism, intellectual impairments, and handicapped individuals), may be more vulnerable to learning loss in a pandemic. [12].Even thought, students may have low cognitive development [13]. Due to learning loss, some students living in higher-poverty households may be able to attend private courses that may influence academic performance, but the learning loss does not affect them considerably.[14];[15]. In eastern cultures, particularly Southeast Asian (most likely Indonesian), the consequences of learning loss may be caused by student activities[16]. School closures and online classes may have distinct effects on students depending on their gender. Female students are more likely than male students to be assigned domestic chores. It may have an effect on cognitive development.[17]. However, there is no gender difference between male and female students that suffer from learning loss [18];
[19]. There are considerable disparities in key abilities affecting pre-school children's school preparation, gaps that typically persist and influence children's later academic achievements, employment, and adjustment. [20];[21].Play provides a variety of developmental benefits, including physical, emotional, cognitive, and social advantages. [22].
Schooling has been identified as an important factor in determining the level of performance on cognitive tasks in cross-cultural studies, with the stage referred to as concrete because children can think logically much more successfully if they can manipulate real (concrete) materials or pictures of them[23]. Based on phenomenal during pandemic, many children and adolescent experience and suffer learning loss. It affects their achievement and performance in cognitive [24]. However, the rate of learning loss has a big effect toward cognitive development [25]. Technology, socioeconomic background, and environmental factors might all be factors (teacher-student relationship, and peer relation).It might be an alternative to decrease learning loss by moving closer to the goal of this research. The new aspect of this study is how learning loss affects pupils' academic performance during a pandemic due to school closures and lock down. The purpose of this study is to provide an overview of the influence of learning loss on cognitive development on pupils in Pekanbaru, Indonesia, during the Pandemic COVID-19. This study is quantitative, and the goal is to obtain information and comprehension about the research issue. Data will be gathered from school reports of students and HOTS results in Pekanbaru, Indonesia. The literatures utilized for this research will be gathered from journals and books of educational psychology, newspapers that include data and issues about school closures, and psychology. Relevant papers relating to the issue will be obtained from Research Gate for this study. Non-probability sampling will be used to acquire subjects. The data will be converted into a table and analyzed using SPSS to get a conclusion.
B. LITERATURE REVIEW
The purpose of this study is to evaluate the description of comparison of learning loss to cognitive function based on HOTS score. Previous studies by UNICEF shown that school cancellations during a pandemic reduce learning loss substantially strikes by teachers may result in kids obtaining experience that will help them develop cognitively. During the last outbreak in Africa from 2013 to 2014, the high impact of school closures was responsible of learning loss has high rates on kids owing to the facility that the government provides is insufficient for all of the pupils. [26][27]In five nations (Belgium, Germany, the Netherlands,
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Switzerland, and the United States) reported that school closures during the epidemic impacted kids' cognitive development, resulting in learning loss. In order to press education policy in specific situations, cognitive performance is necessary. The previous research has found similar result, [28]portrays learning loss as a deadly trap that exists to reduce human resource by losing information and academic competence on academic performance that is connected to cognitive growth[29]. Cognitive development is the process through which a person perceives, thinks about, and comprehends his or her surroundings as a result of a mix of inherited and acquired factors. Cognitive development includes information processing, intelligence, reasoning, language development, and memory. (Children’s health 2021Typical cognitive development is defined as expected gains in language, thinking, and understanding. The term
"atypical development" refers to a delay in expected improvements. [30].
Lockdown has paralyzed education in the world, learning loss have huge impact toward family with low-income and students that lived in marginal area that is related to cognitive development(Ed 2018). Even if parents urge their children to study, the activities of an online class may be dull because students have time to quit the class (by turning off the camera) [31].
Missing school for an extended length of time will have an influence on cognitive development.COVID-19 may have an influence on them in the same way as children with summer learning loss do[6];[32]It has been reported that when schools close for an extended period of time, students' cognitive development may suffer as a result of not training their cognitive development for an extended period of time. This is why school closures may result in learning loss that is related to students' motivation and achievement[33]. Asian Development Bank [34]stated that school closures during a lockdown might deprive children of opportunity to study. It may have an impact on cognitive development, social (peer-relationship) and emotional abilities that kids may learn through face-to-face schooling.
C. METHOD 1. Literature Data
During COVID-19, the literature data will be evaluated from journals (educational psychology, press articles, school closures, and psychology) that contain information on learning loss, cognitive development, and lockdown. A key of terms will be created to help in this study, and the sources will be connected with this topic. This information will be derived from the student's GPA (before lockdown) and Higher Order Thinking Skill (HOTS).
2. Sampling
This study's sample method is simple random sampling. This study's population consists of high school students (15-18 years old).High school students, according to the authors, are appropriate for being samples due to high school students have a significant influence on learning loss, which is required for further education and a profession. The total number of high school students in Pekanbaru, Indonesia is 47.775 with 10% of the total population and 5%
error, and the sample size for this study is 400 high school students.
3. Data Collection
Data will be gathered from numerous high schools in Pekanbaru that are taking part in this study. As part of an agreement contract, the authors will provide informed consent to students. The data is a student's HOTS score, and the analysis comprises the interpretation of the two scores. During the COVID-19 Pandemic, the authors will provide Higher Order Thinking Skills (HOTS) and GPA result (before lockdown).
4. Data Analysis
Data analysis is quantitative that will determine the information about how learning loss during pandemic effect on academic performance on students. The data which will be collected will be converted into table to compare with statistic tools. The variable of this research is learning loss will be viewed based on HOTS of students during lockdown. Due to lack of samples and the aim of this research, high school students only will be participated on this research.
With ANOVA to get the result of HOTS score (to see the difference between HOTS score of each grade) after that, the result of HOTS will be compared to GPA (before lockdown)
172 5. Mind Concept
COVID-19 alters human actions and has an impact on some aspects, particularly schooling. School inactivity and the gap in face-to-face learning cause pupils to lose information and abilities that will be useful in their future careers. The authors create a notion of learning loss that affects students' cognitive growth in order to evaluate how learning loss might affect students' cognitive development.
Table1. Mind concept of learning loss toward cognitive development
D. RESULTS
Data were collected among 400 students in Pekanbaru, each student was asked to answer the question of HOTS. There were 20 questions which each questions had 5 points. If student get all answers correctly, student will get 100 score. 121 students are in 10 Grade, 131 students are in 11 Grade, and 148 students are in 12 grade. The lowest score is 55 and the highest score is 95. The average score that 10 grade students get is 74.55. The average score that 11 grade students get is 74.39. The average score that 12 grade students get is 75.57. The average score of 11 grades is lower than the average score of 10 grades. However, average of 12 grade students is higher than average score of 10 grades. The significant is 0.616 which is higher than 0.05 (5% significance) with the result that the hypothesis is declined. Even thought, there is no difference between 10 grades, 11 grades, and 12 grades toward learning loss which affects cognitive development (Table 1).
Table 1. Analysis One Varian of HOTS Results
Grades Students Mean Significant
10 Grade 121 74.55
0.616
11 Grade 131 74.39
12 Grade 148 75.57
Total 400 74.88
School closures make students lose their knowledge and cognitive ability. Learning loss already affects individual’s cognitive development. Participants will be asked to submit the GPA before lockdown. However, 10 and 11 graders submitted the GPA result in middle school (8 grades and 9 grades). 12 graders submitted the GPA result in 10 grades. The gap showed the differences significance between 10 Grades during lockdown (74.55) and before lockdown (81.34). 11 grades GPA Result before lockdown is higher than the score during lockdown. 12 grades have significantly lower than the score before lockdown (Table 2). In general, learning loss has been affected students cognitive development for almost 2 years. The online school could be an obstacle for certain students. However, there is a gap between GPA score before lockdown and during COVID-19. To avoid bias on GPA during COVID-19, the authors give a HOTS test to 400 Participants.
learning loss on students, due to inactives class for long time that does not improve student's cognitive goverments closed border, lockdown, and school closures due to COVID-19
academic performance increases cognitive development on students
an active learning during face-to-face that involves student and teachers activites trigger aspects of kognitive
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Table 2 The comparison of GPA result before school closures and HOTS results Grade
(Before COVID-19) GPA Score
Average HOTS Results
Average Grades
(during Lockdown)
8 Grade 81.34 74.55 10 Grade
9 Grade 81.75 74.39 11 Grade
10 Grade 85.93 75.57 12 Grade
Each school in Indonesia has their own GPA standard. The range is 66 - 75 of GPA minimum. The authors made the range of result based on the HOTS score of students. The range of score is divided into 3 categories. Low (55 -65), Average (66 – 80), and High (81 – 95). The total results of HOTS which belong to students are in Average category. Participant’s GPA score before lockdown is in High category. More wise, the differences score for each grades is started from 10.00 to 13.50 (Table 3).
Table 3. Categorize of results
Categories Result
Low 55 – 65
Average 66 – 80
High 81 – 95
When COVID-19 began rapidly spreading in the spring, school districts were understandably overwhelmed and unable to respond. The education ecosystem in the United States is centered on the in-class experience, from technological investments in school-level broadband internet and devices to curriculum creation and teacher training [35]. In many areas, schools also serve as a hub for services including school meals, mental-health counseling, and childcare. Many students' homes, particularly those of low-income families, lack access to the internet, gadgets, and a designated, peaceful study space. However, social influences have had an important impact in children's cognitive development. Children live with their own parents and interact with their classmates and teachers; all of these factors have a significant impact on a child's level of thinking and understanding. Children's brains grow in a socio- cultural environment rather than interactions with physical objects, as Piaget proposed. As a result it is advised that psychology researchers include social and cultural settings in cognitive development investigations. Cultural skills like numbering systems and language have a significant influence on cognitive development[36].Cognitive abilities have an essential role in predicting educational and vocational success, socioeconomic attainment, health, and lifespan.
Decreases in cognitive capacities are connected to deficits in everyday tasks in older individuals, although persons differ in their rates of cognitive decline throughout maturity and old life. As a result, discovering characteristics that guard against impaired late-life cognition is of considerable societal importance[37].Individuals' years of formal education completed are favorably connected to their cognitive function throughout adulthood and suggest a decreased risk of dementia later in life.
Students in grades 1–12 who are affected by the closures may expect to earn 3% less over the course of their lives[38]. The poorer long-term growth associated with such losses may result in a 1.5 percent worse GPA score for the balance of the century for nations. These economic losses will increase if schools do not reopen as soon as possible. As schools begin to re-establish their programs despite the ongoing pandemic, it is natural to place a high priority on the mechanics and logistics of safe re-opening. However, the long-term economic impacts necessitate careful consideration, as the losses already incurred necessitate more than the best of currently considered re-opening options. It is natural to place a high priority on the mechanics and logistics of safe re-opening as schools begin to re-establish their programs
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despite the ongoing pandemic[39].However, the long-term economic consequences must be carefully considered, as the losses already incurred necessitate more than the best of currently considered re-opening options. Studies to increase knowledge of the impact of epidemics and pandemics on children's mental health and development, such as COVID-19, can assist lead measures to minimize harm to children's growth and encourage good development[40].
School and daycare closures have a substantial negative long-term impact on the human capital and welfare of the affected children, particularly those from low-income families[41].There is also a substantial relationship between malnutrition and children's cognitive development. For example, diet in a child's early years can influence brain development at several levels. This decrease in human capital accumulation is expected to dampen nations' long-run economic prospects, particularly those with highly human capital- intensive economies, such as the United States and Europe[42]. The issue of learning loss during pandemic affects human lives that are also related to cognitive development. Learning loss impacts cognitive development of students during school closuring. It could affect student’s academic and achievement performance as well. Unfortunately, marginal and disabilities students also face this problem as well. For the future research, finding another variable and phenomenon could give novelty of new research.
E. CONCLUSION
The impact of lockdown during pandemic force school to close in long period, the effect of school closures is learning loss, that decrease student’s development in cognitive and knowledge. Online class is an alternative way to improve the student’s academic to get skills.
Unfortunately, the issues such as technology (devices and internet), marginal area, and socio- economic are the main topic that related to learning loss that lockdown is one of most pressing problem that consequences of COVID-19 which have impact on education, unprivileged children might have one step left behind that is related to learning loss. However, education is one of main needs that children should get for their future. The online instruction could help certain student with high class family and educated parents. Many countries effort their decision to run an online class that is replaced face-to-face class, the decision address the impact of learning loss on students. The access of disadvantaged children extremely limited access to attend a distance learning platforms. Moreover, parents with low education could claim that an online class is not an official learning from school. The willingness to study and support the students on parents is low. This could relate to cognitive development on students.
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